Smit, Hand, Freilinger, Bernthal, and Bird (1990). Journal of Speech and Hearing Disorders, 55, 779-798.Articulation chart This chart has the same information but it may be clearer.Speech sound development chart Bowen, C. (2006). Speech Intelligibility from 12 to 48 months. Retrieved from www.speech-language-therapy.com/intelligibility.htm on (date). Intelligibility
The term intelligibility refers to the proportion of a speaker's output that a listener can readily understand. In typical development, as children learn to talk, their comprehensibility to those around them steadily increases.
In young children there is often quite a marked difference between single word (SW) and conversational speech (CS) intelligibility; between intelligibility to their close family members and intelligibility to unfamiliar listeners; and intelligibility in known versus unknown conversational topics. With regard to families, siblings may sometimes be more adept than parents in comprehending what their little brothers and sisters are saying.
A key characteristic of children with speech sound disorders is that they are often significantly less intelligible than non-speech-impaired children of the same age.
An early source of typical intelligibility criteria came from Weiss (1982) who suggested that a child's speech should be:
Speech sound development
Iowa-Nebraska Articulation Norms
Smit, Hand, Freilinger, Bernthal, and Bird (1990). Journal of Speech and Hearing Disorders, 55, 779-798.Articulation chart
This chart has the same information but it may be clearer.Speech sound development chart
Bowen, C. (2006). Speech Intelligibility from 12 to 48 months. Retrieved from www.speech-language-therapy.com/intelligibility.htm on (date).
Intelligibility
The term intelligibility refers to the proportion of a speaker's output that a listener can readily understand. In typical development, as children learn to talk, their comprehensibility to those around them steadily increases.
In young children there is often quite a marked difference between single word (SW) and conversational speech (CS) intelligibility; between intelligibility to their close family members and intelligibility to unfamiliar listeners; and intelligibility in known versus unknown conversational topics. With regard to families, siblings may sometimes be more adept than parents in comprehending what their little brothers and sisters are saying.
A key characteristic of children with speech sound disorders is that they are often significantly less intelligible than non-speech-impaired children of the same age.
An early source of typical intelligibility criteria came from Weiss (1982) who suggested that a child's speech should be:
26-50% intelligible by 2;0
51-70% intelligible by 2;6
71-80% intelligible by 3;0